# data[].attributes.body
A. Overview and Rationale:
The purpose of this unit plan is to provide students with the opportunity to explore Native Indians way of life. Students will come to know their customs and traditions, religious beliefs, national identities among much more. The goal is to expand their horizons and present them with a population of people's way of life that may drastically differ from their own. It is important to get to know our history, the people that embodied it and how they formed a line of survival skills that allowed them to leave a mark in history. It is also important for students to see how this group of people may have evolved or changed their ways of life in order to adapt to present times.
B. Overarching Question:
How did Indian American's way of  life in the Plains and the Arctic compare and contrast?
C. Inquiry Question:
If you were a Native American which region would you like to live in, the Arctic or the Great Plains? Tell me why.
D. Supporting Questions:
1. What were some of American Indians customs and traditions?
2. How did American Indians obtain their food? how did their shelter look like?
3. Did climate and geography form an influence in American Indian's way of life?
Did they share the same language in a given region or did languages differ?
E. History-social science content: Provide a summary of the historical background or history-social science content relevant to the unit.
The Indian Americans of the Great Plains took up a vast amount of space.  This included what is now Iowa, Kansas, Missouri, Louisiana, Mississippi, Montana, Oklahoma, north and South Dakota and even Wyoming. Characterized by endless grasslands. Also many different environments which include glassy lakes, tall mountains, dry desserts and as mentioned earlier vast grasslands. This made the climate extremely variable and consequently brought about many survival challenges. The buffalo was their main source of survival. They pretty much depended entirely upon this enormous animal. Ranging from the making of their food, houses, toys, clothes, fuel for fire, and weapons, the buffalo was a necessity for the Indians of the Great Plains. Therefore they followed it wherever it went and found clever ways to hunt them down. There were also many different tribes within this region which differed when it came to religious beliefs but many shared their belief in spirits.
Furthermore, American Indians from the Arctic region had a drastically diverse way of life. They took up the location of what is now Alasks, south western tip, Russian tip, Canada, green land and alutan island. Temperature in the winter is -25 degree fair and height. Common hunting animals include the Polar bear, walrus, whale, foxes, seal. They used kayaks to travel and bows and arrows to hunt. Their shelters were made up of  igloo shelters made up of ice blocks for the winter, placing a  bear skin on the floor and made animal skin tents in the summer.

# data[].attributes.headline
2.  Standards, Disciplines,   Skills, Concepts:

# data[].attributes.subject
2.  Standards, Disciplines,   Skills, Concepts:

# data[].attributes.body
A. List the California History-Social Science Standard(s) and

Sub-Standard(s) your plan will address.

3.2  Students describe the American Indian nations in their local region long ago and in the recent past.

1. Describe national identities, religious beliefs, customs, economyand various folklore traditions.

2. Discuss the ways in which physical geography, including climate, influenced how
the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools).

B. List the Key Disciplines your plan will address.

History

Social Studies(geography and climate)

Government/Civics

Economics

C. List the Historical and Social Science Analysis Skills and 21st Century Skills your plan will address.

Students correctly apply terms related to time, including past, present, future, decade, century, and generation.

Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

Students summarize the key events of the era they are studying and explain the historical contexts of those events.

Students gather information from print and digital sources to form an evidence-based opinion as to how American Indians lived long ago and in recent past.

D. List the Key Social Studies Concepts your plan will address.

Analyzing American Indians way of life including the regions of the Great Plains and the Arctic.

E. State the estimated number of class periods.
3-5 class periods

# data[].attributes.headline
Journey exploring Native Americans way of life in the Arctic and the Great Plains regions

# data[].attributes.subject
Journey exploring Native Americans way of life in the Arctic and the Great Plains regions

# data[].attributes.body
3rd Grade

# data[].attributes.body
I will preset students with an introductory Native American video clip that depicts the Wampanoag tribe way of life. This video portrays two small girls about my group of students age in current day, they form a part of this tribe. In the video we come to see their ancestors way of life 400 years ago.

# data[].attributes.body
English Language Arts
Reading Standards for Informational  Text: Integration of Knowledge and Ideas
7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
9. Compare and contrast the most important points and key details presented in two texts on the same topic.
I will be presenting students with several videos, books, images, and maps in which they will be able to make a mental note of what was life like for American Indians living in the Great Plains vs the Arctic. They will be demonstrating their understanding of the when, why, and how events occurred through our collaborative conversations. And with the completion of their bubble maps they will be comparing and contrasting these two regions in detail.
Writing Standards
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Introduce a topic and group      related information together; include illustrations when useful to aiding comprehension.

Develop the topic with facts, definitions, and details.

Use linking words and phrases
(e.g., also, another, and, more, but) to connect ideas within categories of information.

Provide a concluding statement or section.

Students will be writing an answer to the inquiry question:"Which Indian American culture would you prefer to live in and why?" As they are answering this question they will be writing an informative piece in which they will inform the reader of what was life like in a particular region. All of the parts involved in writing informative texts will be embedded in this final informative reflection.
Production and distribution of Writing
4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specic expectations for writing types are defined in standards 1–3 above.)
I will guide and support students to develop and organize their writing by providing them with a demo of how I would answer the inquiry question by thinking out loud in the process.
Research to Build and Present Knowledge

7. Conduct short research projects that build knowledge about a topic.
8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
The short research projects will consist on using their chrome books to research about the specific region they would like to learn more about. In due process they will be taking brief notes  and will be sorting their facts into provided categories for example: shelter, food, climate, language, religious beliefs, etc.
Speaking and Listening Standards
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Follow agreed-upon rules for discussions (e.g., gaining the oor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Explain their own ideas and understanding in light of the discussion.

Through engaging in collaborate whole-class conversations and peer discussions, students will share the information gathered and learned with others. Also when engaging in
a debate, students will defend which region they would prefer to live and why presenting facts to support their answers.
Language Standards
Conventions of Standard English
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Students will be revising their writing in order to make sure they are using correct punctuation and spelling their words correctly.
Vocabulary Acquisition and Use
Students will be exposed to multiple new vocabulary words to which we will use context clues and illustrations to determine meaning.
The Arts Standards
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
Students will be observing countless images of Native Americans way of life. They will also be exposed to video clips in which they will be processing and analyzing  information through the beauty of the arts.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
5.1 Describe how costumes contribute to the meaning of a dance.
As students are viewing images/videos of Native American dances, they will be able to note how their costumes/clothing contribute to the meaning of such dance.

# data[].attributes.headline
Culturally Diverse Perspectives and Culturally Responsive Pedagogy

# data[].attributes.subject
Culturally Diverse Perspectives and Culturally Responsive Pedagogy

# data[].attributes.body
Culturally diverse perspectives are found all throughout the core concepts of this unit. Students will explore the American Indians culture and beliefs and learn that even within the same ethnic backgrounds diversity persists. Language barriers may exist between tribes situated within a short distance from each other. American Indian Art pieces will be presented which resemble the different forms of clothing and the demeanor of the person that embodied them. Did a specific climate or landslide have an effect on this

# data[].attributes.body
I will first of all model a notice and wonder activity to my students. I will show them an image and ask them what they notice and wonder about the image. As they share I will write down their comments on little post-its and place them on the image.

---Secondly, I will hand each pair of students an image. Together they will be asked to engage in a think-pair-share activity in which they notice and wonder things about the image and place their thoughts on the small post-its.

---Thirdly, we will come together as a whole class and each pair will come and present their image to the rest of the class. Along with this they will share what they noticed and wondered. The rest of the class will get a chance to promote their input, bringing any background knowledge they might have on the table.

---As students are sharing and engaging in dialogue I will act as a facilitator bringing up unknown concepts or giving items/things a name and place. I will also be charting students acquired knowledge on the Native Americans of the two regions of study making sure they have a visual and can distinguish their distinct and similar features easily and clearly.

# data[].attributes.body
Students will research the region they would like to live in using their chrome books. They will outline their notes in a flash card.
**They will use this flash card when engaging in the debate programmed for Activity #4.

# data[].attributes.body
Will consist of forming a debate. Here the inquiry task question will be further answered and analyzed. Students will be asked if they were given the choice to live in one of the Indian American regions we have studied, which one would they choose and why?
---They will then form two groups made up of the Arctic region and the Great Plains region.
--During the debate they will defend their answer to the inquiry question citing evidence from the information we have already learned and discussed.

# data[].attributes.body
Will consist of reading aloud informational texts about the Indian Americans from the Arctic region and from the Great Plains.
--Students will observe images in relation to key information regarding each group of Indian Americans.
---This will be a chance for students to gather information through a literature resource.
---While reading these books students will have a chance to engage in a whole class discussion with the passage of every page.
***The images will also be very helpful in supporting the content.***

# data[].attributes.body
As a culminating activity for this unit I will have my class present the Native American region they would like to live in, their gathered facts into an adobe spark presentation. Here they will be able to add their voices into every slide they develop. They will also be able to add images they feel would match the content they are presenting. This presentation will also include a cover page, a lead, their gathered facts and an ending statement. Students will get a chance to share their adobe spark presentation with their peers.

# data[].attributes.body
1. https://www.youtube.com/watch?v=SmisO7pdMW4&t=206s

2. Google images

3. Social Studies Framework

4. Teachers Manual